Exploring the Use of Narratives to Understand Pre-service Teachers' Practicum Experiences from a Sociocultural Perspective


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EKŞİ G. , GÜNGÖR M. N.

AUSTRALIAN JOURNAL OF TEACHER EDUCATION, cilt.43, sa.4, ss.159-174, 2018 (ESCI İndekslerine Giren Dergi) identifier identifier

  • Yayın Türü: Makale / Tam Makale
  • Cilt numarası: 43 Konu: 4
  • Basım Tarihi: 2018
  • Doi Numarası: 10.14221/ajte.2018v43n4.9
  • Dergi Adı: AUSTRALIAN JOURNAL OF TEACHER EDUCATION
  • Sayfa Sayıları: ss.159-174

Özet

This paper reports on an exploratory study designed to investigate what aspects of practicum pre-service teachers narrate as meaningful experiences and how these narratives help them promote teacher awareness and professional development. The study is conducted with 21 fourth-year pre-service teachers attending the practicum at the time of the study. The data consist of 84 narratives written in 2015-16 academic year and oral interviews with pre-service teachers conducted in seminar courses. A two-person review panel analysed the data through inductive data analysis from a sociocultural perspective. The analysis points to the nature of narratives, the practicum school context these narratives emerge, and the link between narratives and their contributions to pre-service teachers' awareness and professional learning. The article concludes by considering implications for developing the content of practicum and pre-service teachers' reflective practices.